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A century of foreign language requirements at Texas Tech University
Дата публикации: 11-07-2026 00:00:00
Abstract
The decline of foreign language enrollments in U.S. higher education reflects broader structural, pedagogical, and
policy-driven challenges, particularly amid the increasing prioritization of STEM fields and workforce-oriented curricula. Using
Texas Tech University (TTU) as a case study, this study examines the historical evolution of undergraduate foreign language
requirements from 1925 to 2026. National trends are contextualized alongside TTU-specific data, illustrating structural pressures
on enrollment and foreign language programs development. The study further analyzes strategic responses implemented by its Chinese
program. Evidence indicates that the strategies enhance accessibility, professional relevance, and student engagement, resulting
in sustained enrollment growth. The findings suggest that deliberate, multi-level interventions can effectively stabilize language
programs, offering an example for resilient and sustainable foreign language programs within large public universities.
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Abstract
The decline of foreign language enrollments in U.S. higher education reflects broader structural, pedagogical, and policy-driven challenges, particularly amid the increasing prioritization of STEM fields and workforce-oriented curricula. Using Texas Tech University (TTU) as a case study, this study examines the historical evolution of undergraduate foreign language requirements from 1925 to 2026. National trends are contextualized alongside TTU-specific data, illustrating structural pressures on enrollment and foreign language programs development. The study further analyzes strategic responses implemented by its Chinese program. Evidence indicates that the strategies enhance accessibility, professional relevance, and student engagement, resulting in sustained enrollment growth. The findings suggest that deliberate, multi-level interventions can effectively stabilize language programs, offering an example for resilient and sustainable foreign language programs within large public universities.
© John Benjamins Publishing Company
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/content/journals/10.1075/csl.00085.wan
2026-07-11
2026-07-19
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